English Language Teaching Workshop for Fukien Secondary School Teachers by Dr Phyllis Chew Nanyang T

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English Language Teaching Workshopfor Fukien
Secondary School TeachersbyDr Phyllis
ChewNanyang Technological University,
Singaporephyllis.chew_at_nie.edu.sghttp//phyllisc
hew.myplace.nie.edu.sg/14 April 2007
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PROGRAMME1.Oral skills using stories
genres2. extensive reading strategies
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Emerging Lingua Francas
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Emerging lingua francas cantonese vs.
MandarinHK vs. Singapore
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Liminal Period in Hong Kong

• The medium of instruction controversy
• Linguistic Aim for all students trilingual and
  biliterate

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The HK Certificate of Education exam

• Reading 20
• Writing 20
• Listenig 30
• Speaking 15
• School Based Assessment 15

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• ORAL SKILLS OR COMMUNICATIVE COMPETENCE IS NOW
  CRUCIAL
• AND MORE
• THAN 50 OF THE MARKS

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telling stories from 3 to 103 years of age
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What is storytelling?

• An ancient tradition
• A modern communication tool
• Our most natural form of communication
• A time-tested way of bonding with students

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Language and literacy

• Listening skills
• Comprehension
• Vocabulary
• speech

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SOCIAL, EMOTIONAL , CUTLURAL

• Empathy- universal human traits
• Inspiration
• Survival of community through shared experiences
• Passing down of values, traditions and messages
  in a non-didactic way.

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Group work

• Say what your name means to each other. Give us
  the background to your name.

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STORYTELLERS

• Use their own words
• Make eye contact with the audience
• Change the delivery of the story according to how
  the audience reacts

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• Storytelling is about connecting with the audience

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Intellectual development

• Active use of the brain
• Problem solving
• Perspective taking

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UNDERSTANDING SECONDARY SCHOOL CHILDREN

• PERSPECTIVE TAKING
• MORAL DEVELOPMENT AND REASONING AFFECTS
  ATTITUDES, VALUES AND BEHAVIOUR

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Teaching perspective
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HE HAS ONLY 0 LEVELS, 31 SHOPS AND 50 MILLIION A
YEAR BUSINESS
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Maradona street kid to powerful footballer
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Many kinds of stories

• Anecdotes
• Literary stories
• Historical stories
• Folktales
• Reality stories
• Riddles, jokes, proverbs
• Family stories
• etc

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Memory triggers

• Accidents, celebrations, friendship, school
  stories, being lost, first times, embarrassing
  times, family sayings, wise ones.
• Trips, humor, victories, sports, tests, tricks,
  death, pets, festivals
• Migration, birth/adoption, tales of hurt, fights,
  adventure, tales of adversity, heroes/role
  models, neighbors, survival

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Group work

• Look at the small piece of paper. Tell the story
  to each other based on the 3 words in your paper.

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Why tell stories?

• A natural way to transmit ideas
• Stories give students an eperience o the world
• Stories creates atmosphere of caring and enhances
  relationship
• Students who are told a lot of stories will start
  to tell stories themselves hence building their
  self-confidence and self-esteem
• Listening to stories improves imagination and
  helps in forming images for later writing
• It improves listening skills.
• It develops vocabulary and beauty of the language
• It sparks interest in reading

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New book on stories in the classroom

• Ruth Wajnryb, Stories. Narrative activities in
  the language classroom. Cambridge Handbooks for
  Language Teachers. Cambridge Cambridge
  University Press 2004.

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stories on the web

• www.healingstory.org/crisis/crisis
• http//www.dancingponyproductons.com/welcome.html
• http//hazel.forest.net/whootie/default/html
• www.wisdomtales.com
• www.storyarts.org
• www.aaronshep.com
• www.cathyspagnoli.com
• etc

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Storytelling along the Singapore river
Storytelling in Singapore
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EVERYONE CAN TELL A STORY!

• GAME TIME

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To tell a story you need

• A thoughtfully chosen story
• A genuine desire to communicate
• A simple, clear, natural manner of speaking

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Choose a story that

• You really like
• Has only a few characters
• Has a simple plot

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Learning a story

• Dont memorize the story word for word
• Its ok to memorize words or phrases that you
  like, and the beginning and end of the story
• Learn the main events of the story, not the words

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Learning the stucture of a story

• Read
• Listen
• Draw

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Learning the structure

• Write

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Outline cobra and python

• Orientation Rainy day, met in cave
• Fell in love why describe physical beauty of
  cobra and phyton
• Problem why, their parents obejctions
• Resolution meet where, when
• What happen at meeting
• Is there a moral

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See Handout using your voice effectively

• Pitch changes
• Pace
• Pause
• Power
• tone

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Key words

• Characters
• Settings
• Objects
• Emotions
• themes

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Story in a sentence

• Write a summary of the story in one sentence

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Think in terms of newspaper headlines

• YOUNG BLOND, STEALS PORRIDGE
• VANDALISES BEARS COTTAGE BUT EVADES CAPTURE BY
  QUICKY GETAWAY THROUGH UPSTAIRS WINDOW

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After the story

• Wait dont plunge into the discussion
• Allow the story to settle in the listerners
  minds by doing quieter reflective activities first

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These activities could include

• Visualizing some aspect of the story
• Drawing the part of the story that interested
  them most
• Writing their responses to the story

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Group work

• Draw a picture of ONE of the following
• Your very first
• Home,
• Accident
• Test
• Pet
• Friendship
• Death
• Migration
• Explain the drawing to your group.

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Look at handout

• Some suggestions for further activities in the
  classroom (for secondary schools above)

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TEACHING LANGUAGE THROUGH GENRES
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STORIES ARE NARRATIVES

• Orientation/setting
• Complication/problem
• Resolution
• Coda

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STORY MAP

• Draws attention to text structure and sequence

Setting Characters 3 little pigs, wolf,
reporters, police Place In the countryside,
farmland
Problem The wolf needed to borrow a cup of sugar
Goal To bake a birthday cake
Event 1 The wolf sneezed outside 1st pigs door
and the house of straw accidentally fell down.
The wolf ate the pig.
Event 2 The 2nd pig wouldnt open the door - busy
shaving. The wolf sneezed outside the door, the
house of sticks fell down. The wolf ate the pig.
Event 3 The 3rd pig wouldnt let the wolf in.
Instead, he insulted the wolf. The wolf tried to
break the down the door.
Resolution The wolf ended up in prison. Wolf
claims he was framed.
Event 4 The police arrived.
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STORY LADDER

• Draws attention to text structure and sequence

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THE WORLD OF MULTIMODALITY
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When you want to remember something,write it
down

• What I hear, I forgetWhat I see, I rememberWhat
  I do, I understandConfucius

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The genre of contrastsin diagram form
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Venn Diagram for group analysis of Robinson Crusoe
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VENN DIAGRAM COMPARE AND CONTRAST The three
little pigs/ The true story of the three little
pigs

• The pigs leave home to build
• their own homes.
• Pig 1- The wolf goes to the
• pigs home and asks to be
• let in. The pig doesnt let the
• wolf in so he huffs and puffs
• and blows the house down.
• The pig runs away
• Pig 2- The wolf goes to the
• pigs home and asks to be
• let in. The pig doesnt let
• him in so he huffs and puffs
• and blows the pigs house
• down.
• The 2 pigs runoff to the 3rd pigs
• house.
• Pig 3- The wolf asks to come in but
• noone answers. The pigs put a big
• pot of water on the fire under the

• The wolf goes to borrow a cup of
• sugar.
• The wolf has a bad cold.
• Pig 1- The wolf goes to the pigs home
• and knocks on the door. The door falls
• down. The wolf goes in and the straw
• makes him sneeze. The house falls down.
• The wolf eats the pig..
• Pig 2- The wolf rings the doorbell. 2nd
• pig doesnt let him in. He is busy shaving.
• The wolf sneezed and the house fell
• down. The wolf ate the pig.
• Pig 3- The wolf goes to the pigs house
• and knocks on the door. The pig
• wouldnt let him in but instead
• insulted the wolfs granny.
• The wolf became so angry that he
• tried to break down the door.
• The police came for the wolf.

• 3 pigs
• Wolf
• Houses
• of
• straw,
• sticks,
• and
• bricks

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Stone Fox - Compare/Contrast Book/Movie
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H-Map (compare/contrast map
Cold Front
Warm Front
Warm air/ cold air slow change move slowly light
wind air 35 showers air warm
Cold air/ warm air sudden change more fast very
windy air rises thunderstorms rain storms air
cools
Both
Warm, cold air weather change some
precipitation some wind
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Why a genre approach?.

• Narrative is the easiest but thats only a
  portion of what is used in life and in the exams.
  
• Asian students generlaly prefer modelling.

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when we recognise patterns our learning
becomes more efficient
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• The genre approach is linked closely to
• The 20 factor

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80 of the key information is found in 20
of the materials
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80 of good writing comes from understanding your
audience and target objectives
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A 20 increase in paying attention to listening
cues is equivalent to an 80 edge.
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what are the main types of texts?
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NARRATIVE

• Mystery
• Science fiction
• Fantasy
• Adventure
• Fairy tales
• Myths and legends

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PROCEDURAL

• DIRECTORIES
• FORMS
• LISTS
• INSTRUCTIONS
• Problems
• Some diaries

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PROCEDURAL

• RECEIPES.

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PERSONAL

• recount
• Informal notes for oneself
• Stream of consciousness writing
• Learning logs
• Personal diaries

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PERSONAL

• recount

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EXPOSITORY

• Encyclopedias
• Atlases
• Reference books
• Non-fiction
• reports

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expository

• Reports

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Expository

• Exposition/argumentative

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ARTISTIC

• Plays
• Haikus
• Odes
• Ballads
• Limericks
• sonnets

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The genre approach is the mosttime saving and
focussed strategy for theexamination
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EXTENSIVE READINGBY Dr Phyllis Chew
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Why teach reading of books?

• Students discover how texts work (concepts of
  print)
• They know what constitutes a good book
• They understand how language can be used in
  different ways
• They feel what it is to be a reader, not just be
  able to read

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WHAT IS READING?

• Complete this sentence
• Reading is

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• It is a number of interactive processes that
  allow the reader to construct or build knowledge
• (Julian Bamford and Richard Day, 2004. Extensive
  Reading in the Second Langauge Classroom)

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WHAT EXTENSIVE READING IS NOT

• It is not translation
• It is not reading aloud
• It is not answering comprehension questions

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Reading Comprehension vs. Extensive Reading

• Short difficult text
• Large no of comprehension questions
• Analyze the text in terms of language features
• Some translation activities based on the text.
• Research shows that students learn reading
  strategies if they already have some amount of
  intermediate skills.

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Free downloads

• http//www.extensivereading.net/
• http//groups.yahoo.com/group/Extensive reading/
• http//www.erfoundation.org
• http//www.penguinreaders.com (Click on Teachers
  Guides in the bottom, right corner)

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How do we learn to read?

• We learn to read by reading (there is no other
  way)
• The more students read, the better readers they
  become

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FLUENT READING NEEDS

• A large sight vocabulary (quickly, automatically
  and fast)
• a large general vocabulary (ie you just needs to
  pause briefly if you dont know the meaning of
  the word)

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How to acquire fluency in reading?

• By reading
• i minus 1 Where 1 is the current level of
  acquisition. This is the only way to acquire a
  large sight vocabulary.
• easy is good
• choice should be interesting

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POSSIBLE OUTCOMES OF READING INSTRUCTION

• Fluent
• Skilled, strategic reader
• Lifelong reader
• Joyful readers
• Lifelong readers

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Why should reading be joyful?

• Think about teaching someone to swim
• For beginning student, strategies dont work so
  well but joy does.

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According to Prowse, Extensive Reading is

• Easy
• Interesting
• Self-selection

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OUTCOMES
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OUTCOMES
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Implication for FL Reading

• (Richard Day Reading Dependence Hypothesis
  How EFL learners end up as readers depend on the
  path they take.
• ASK Where do you want your readers to end up?
  Be aware of the outcome before you decide.

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Extensive reading is vital if there is a
insufficient classroom contact time
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The experts..

• first rate literature makes one say Until now,
  I never knew how I felt. Thanks to this
  experience, I shall never feel the same way
  again. W.H. Auden

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how to select books?
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Ask students what they like?

• What is the name of your favourite book? Why do
  you like it?
• How many books do you own? Where do you keep
  them?
• What are the names of some of these books?
• If you could change places with someone, who
  would it be?
• What do you like best about reading?
• What is your favourite television show? Why do
  you like it?
• What is your hobby?
• Do you collect anything? If so, what?
• How do you feel about reading for fun?
• Do you own a library card?
• If you were to write your own book, what would
  it be about? Why?
• What games or sports do you like?
• What is the next book you plan to read?

Betty Coody, pp 10-11
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• Dole, Brown and Trathern (1996) found that
  students attitude towards reading makes a big
  difference they claim that materials and
  attitudes are the most important variables in the
  decision to read.

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fiction
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Reading is Magic What do experts say?

• "stories leave an indelible impression, and their
  author always has a niche in the temple of memory
  from which the image is never cast out..." 
• Howard Pyle
• "A book is a garden, an orchard, a storehouse, a
  party, a company by the way, a counselor, a
  multitude of counselors." 
• Henry Ward Beecher

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Creating classroom experiences that foster an
enjoyment of literature
Reader Response Activities
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Reader Response

• When a reader reads the print, something happens
  within the reader
• (Rosenblatt, 1998)
• Reading is a lived through experience. It
  involves feelings, images and thoughts that are
  brought to mind while we read. Readers respond
  to those feelings during and after reading.

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A Lesson from Baghdad by Abdul Baha
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Teachers need to

• Help students express their responses to
  literature
• Provide activities that deepen and enrich these
  responses and understandings

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Response Journal Guide

• Fiction
• I dont understand when
• This makes me think of
• This reminds me of
• This is like
• This makes me feel
• I can picture.
• I like the part
• I didnt like the part
• The part I remember most is.

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Other Response Activities

• Write a letter from Magpie to Dog explaining why
  she left him
• Sketch the part of the story you liked the
  most/least
• Write a poem entitled FOX, based on the
  character in this story

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The Importance of Responding to reading literature

• Students take ownership of the reading process
• They understand that there is no right answer
  when talking about literature
• They become more critical in their thinking about
  texts
• They become more creative in their writing

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Group Work

• You will be given a book to read together as a
  group.
• What type of fiction is it?
• Evaluate the quality of your text using the
  following questions as a guide

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• Is the book a good story?
• Is there action?
• Is the plot original and believable?
• Do the characters grow and change in the story?
• Does the author avoid stereotyping?
• How does the setting affect the action,
  characters, or theme?
• Does the story move beyond the setting and have
  universal implications?
• Is the theme worthwhile?
• Is the style of writing and use of language
  appropriate?
• Does the book exemplify the characteristics of a
  genre?
• (Adapted from Sutherland Arbuthnot, 1996)

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• A reading programme isnt balanced if it doesnt
  have non-fiction

non-fiction
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Students love to discover new things

• Non-fiction links readers to the unlimited
  possibilities of the world around them.readers
  will learn that truth really can be stranger, and
  more exciting, than fiction.
• Kimberley Minafo

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• The research shows
• Students who read non-fiction are better able to
  write non-fiction

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Reader Response Activities
NON-FICTION
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Response Journal Guide

• Non-Fiction
• What was the most interesting or exciting
  word/part of the book? What idea were you most
  interested in?
• Describe your feelings towards this idea? Why do
  you feel this way?
• Can you make any connections between your own
  life and the ideas you read about?
• What places in the book made you think of
  something you have experienced or seen before or
  know about? Why?

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Group Work

• Browse through a selection of non-fiction books
  for learners of English
• From your observations what constitutes good
  non-fiction for students?
• List some possible criteria

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Did You Have..?

• A catchy or interesting title
• An attractive front cover
• Accurate facts
• Good organization
• Exciting language
• Clear explanations which dont simplify the facts
• Authentic photos/useful diagrams
• Photos/diagrams which support the written text
• Movement from simple to difficult concepts
• Avoidance of stereotypes

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see handouts on Reader Response activities

• Some suggestions by Marc Helgresen
• Responses to literature broadsheet

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Is extensive reading a part of your schools
experience?

• What and where do children read?
• Is the library accessible to students?
• Did the classroom have its own collection of
  books?
• Who chooses the books for students?
• Do you give time for response activities about
  the books and stories that you were reading?

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